Altrincham CofE (Aided) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to attend this welcoming and caring school. Leaders and staff are ambitious for the achievement of all pupils, including those with special education needs and/or disabilities (SEND). Pupils achieve well in the majority of subjects.

Pupils describe the school as 'a family where everybody is respected'. They understand fairness, equality and diversity. Pupils recognise that 'we are all unique so there is always going to be something different about you and that's fine'.

Pupils flourish in leadership roles such as librarians or members of the school council.

Pupils feel safe. They appreciate the support that they receive from staff.

Le...aders deal with bullying effectively. They have high expectations for behaviour. Classrooms are calm.

This allows pupils to do their best in lessons.

Pupils, including disadvantaged pupils, benefit from an extensive programme of high-quality opportunities that enhance their learning and support their personal development. Leaders remove barriers that might prevent pupils from attending these activities effectively.

Pupils participate in interesting trips and visits, including adventurous outdoor activities. They take part in exciting residential visits and cultural visits to an art gallery and the theatre. They also learn to play a musical instrument and enjoy live musical performances.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum for all pupils, including disadvantaged pupils and pupils with SEND. This ambitious curriculum starts in the early years. Teachers are well trained to deliver the curriculum and they have secure subject knowledge.

Leaders have identified what pupils and children in the early years must learn in most subjects. However, in a few subjects, leaders have not identified the well-ordered steps in learning from the early years through to Year 1 and into key stages 1 and 2. In history, for example, pupils have learned about different sources of information.

However, they struggle to recall or use this knowledge in their later learning.

Leaders and teachers accurately identify pupils with SEND at the earliest possible stage. They check carefully that the right support is in place for these pupils as they move through the school.

Leaders ensure that pupils with SEND are able to take part in all aspects of school life.

Teachers make checks on pupils' learning. This helps them to identify which pupils need more help or guidance.

In most subjects, leaders gather a range of information about how the curriculum supports pupils' learning. This provides subject leaders with a clear understanding of how the curriculum helps pupils to increase their knowledge successfully over time. In a few subjects, subject leaders' work to gather this information is less well developed.

This prevents them from fully understanding how well pupils remember their learning over time in these subjects.

Leaders have introduced a clearly sequenced phonics curriculum. Teachers in the early years and key stage 1 build pupils' phonic knowledge skilfully.

They make sure that pupils read books that are well matched to their phonic knowledge. Teachers are swift to spot any pupils who may be falling behind with their reading. Staff help these pupils to catch up quickly.

Older pupils are developing effective reading habits. They speak enthusiastically about books they have studied.

Pupils behave well.

They rarely disturb the learning of their peers. Pupils learn about their rights and responsibilities as future citizens. They understand the importance of developing respectful relationships with people who may be different from themselves.

Leaders have developed a highly effective programme of learning to support pupils' personal development. Leaders make sure that pupils understand a range of important issues, such as equality, diversity and fundamental British values. Pupils have extensive opportunities beyond the classroom.

For example, working alongside a local nursing home, where pupils develop empathy and communication skills to engage with residents. Pastoral support for pupils is effective.

Children in the early years settle into school life quickly.

They have a well-developed understanding of classroom routines. Leaders ensure that they have ample opportunities to explore the outdoors. This helps children to develop confidence and independence.

They develop their language and number skills well. Across the school, teachers encourage pupils, including children in the early years, to extend their vocabulary. Children in the early years are well prepared for the continuation of their learning in Year 1.

Governors know their school well. Effective communication means that governors have the necessary information to hold leaders to account for standards and the quality of education in the school.

Staff feel respected and valued.

They appreciate the ample opportunities that they have to participate in professional development and training.

Safeguarding

The arrangements for safeguarding are effective.

Staff at all levels receive appropriate, regular and ongoing safeguarding training.

Staff are clear about their responsibilities. They use the school's processes and procedures well and report any concerns promptly. Leaders liaise closely with families and a range of agencies to quickly identify and address any safeguarding issues.

Pupils are taught about how to keep themselves safe, including learning about online safety and road safety. They recognise the importance of rules around safety on trips.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In one or two subjects, pupils' learning does not build in the most logical order from the early years through to Year 6.

This hinders some pupils from learning and remembering as much knowledge as they could. Leaders should improve the order in which knowledge is taught in these subjects. This is so that pupils build securely on earlier learning to embed and deepen their knowledge before they tackle new concepts.

• In a few subjects, subject leaders' work to check on the impact of the curriculums is at an early stage. This means that these subject leaders do not have a clear enough understanding of how well the curriculum is helping pupils know and remember more. Leaders should ensure that in these subjects, they gather the information they need to make sure that the curriculum is helping pupils to build up their knowledge securely over time.

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